ipl-logo

Disability Labeling Thesis

1016 Words5 Pages

THESIS STATEMENT Disability labels are used by many professionals as an important unit of the special education process. This is mainly in large regard to how it is conducted in the United States. However, the ordered mandate use of disability labels has been criticized by many parents, schools, and child advocacy groups around the country which have strong concerns due to the unintended, latent, negative repercussions that tend to come from disability labeling (Bernstein, 1976). Disability labeling identifies informative definitions which are used to determine eligibility requirements for education(Bradley, Danielson, Doolittle, ,2005). One large concern relating to disability labeling is the risk for such labels to cause the children to …show more content…

Disability labels fail to represent the child’s unique strengths and detailed limitations. Labels also fail to recognize the severity of the disability. It is crucial for parents, teachers, and members of community to be aware and are educated properly over the critical downfalls of slapping labels on children. Many disability labels are actually very unreliable. Educational evaluation is filled with quirks. Different States use different criteria for the same categories. A lot of evaluational instruments tend to have questionable validity and or reliability. Also many label can become trendy at times. One year a particular label seem more prevalent than any other times based on its popularity at the time. Parents, teachers, and community should take action and work diligently to see to it that all children are treated as an individual all with their own different needs, strengths, and unique qualities. Parents, as the voice for their children, play a crucial part in guiding and helping to insure that labels need never to define their child and make it a deciding factor to their education. Parents must do their own research as to what is best for that particular child and their situation. Parents and teachers must make it a point to always emphasize the child's abilities and strengths and grown on that, along with their disabilities. It is also important for teachers and …show more content…

Every child will grow different, learn different, and just be different from one another. We owe it to all children to break the stigma that goes along with disability labeling. REFERENCES Aaron, P. G. (1997). The impending demise of the discrepancy formula. Review of Educational Research, 67(4), 461-502. Bernstein, R. J. (1976). The restructuring of social and political theory. New York: Harcourt Brace Jovanovich. 8(21), 47-49. Bradley, R., Danielson, L., & Doolittle, J. (2005). Response to intervention. Journal of Learning Disabilities, 38(6), 485-486. Henley, M., Ramsey, R.S., Algozzine. R.F, (2009). Excerpt from Characteristics of and Strategies for Teaching Students with Mild Disabilities. 44(9), 32-34. Dudley-Marling, K. (2004). The social construction of learning disabilities. Journal of Learning Disabilities, 37(6), 482-489. Sleeter, C. E. (1998). Yes, learning disabilities is political: What isn't? Learning Disability Quarterly, 21, 289-296. U. S. Department of Education. (2006). Individuals with Disabilities Education Act data. Retrieved April 11, 2017, from

Show More
Related
82 Words | 1 Pages

Page two gave powerful insight into some of the myths, facts, biases, and perceptions the disabled/abled people have to deal with in their daily lives. It had the reader make list of assumptions about people with disabilities, then test these assumptions for accuracy. It had the reader make a list barriers that people assume about people with disabilities. The puzzle about Erik Weihenmayer, and his many achievements, did a wonderful job at making the reader think twice about that list of barriers.

Read More
405 Words | 2 Pages

Two dilemmas identified from the articles are labeling and FAPE. Freedman (2012) discusses the “no label- no services” idea. A child does not receive the services unless he/she qualifies under a disability category (Freedman, 2012). This can cause a push to have more students label as having a disability. Freedman (2012) includes the racial and ethnic discrepancies in children identified as having a disability.

Read More
499 Words | 2 Pages

Jaziah Shipp “Disabilities” I have experienced being under many labels. With all of these labels the excruciating painful times were harder when I was just finding out that I was adopted wondering “do my birth parents even love me”, “who is my real parent”, and “why didn’t she want me”. When I was in elementary school I was labeled with a speech disability. School became a big issue in my life. I was so hurt when I had to present in front of the class.

Read More
1304 Words | 6 Pages

Over the last 30 years, establishing appropriate academic taxonomy disciplines for children with disabilities has been a challenge. However, the laws governing how we teach our students with disabilities and how we instruct them throughout the day is constructed by different legislations that have shaped the very existence of Special Education programs. All laws, in general, are to protect the student and family in the public school system by providing guidelines and legal aspects of the law are upheld through the child’s Individual Education Plan/Program (IEP), and policy and procedural safeguards. These safeguards outline the very essence of situational outcomes, compliance, and the necessary procedures in place for the parent to take action against the school district

Read More
1273 Words | 6 Pages

Blandy, D. (1989). Ecological and normalizing approaches to disabled students and art education. Art Education, 42(3), 7-11. Blandy, D. (1991). Conceptions of disability: Toward a sociopolitical orientation to disability for art education.

Read More
731 Words | 3 Pages

Module 2: Diagnosis and Characteristics of Students with Disabilities Disability / Learning Need; Acronyms: The acronym given for Developmental Delay by the IDEA is “DD”. The IDEA goes onto to identify this disability as a “Child with a disability… aged three through nine.. who is experiencing developmental delays as defined by the State and as measured by appropriate diagnostic instruments and procedures in one or more of the following areas: Physical development, cognitive development, communication development, social or emotional development, or adaptive development; and … thereof, needs special education and related services. [34 CFR §300.8(b)]” (parentcenterhub).

Read More
755 Words | 4 Pages

“A person’s disability defines who they are as an individual” (Draper). All too often, people with disabilities are placed in categories or groups due to their physical or mental capabilities. “I often think of what his life would be like if we hadn’t been able to put aside our stereotyped impressions of severe mental retardation—the hopelessness, the life-long dependency for his most basic needs, the inability to even communicate those needs to others” (Rabalais 43). If society does not give individuals a chance to actually show their capabilities, how would one ever know what their true capabilities are? “People tend to feel that a person with impairment is “still one of us” as long as the impairment is perceived to be minor and/or temporary” (Green 204).

Read More
1325 Words | 6 Pages

In high schools, there are required documentations made by the state for teachers and staff to follow regarding every student personal needs. This is called the Individualized Education Plan and/or 504 Plan. (I.E.P.) What that means, is that high schools by law not only have to have a personalized accommodations to students, but also, “the school has to provide evaluation with no cost to the students” (Bowman & Jaeger 14). The form focuses on whether a student is eligible for services based on specific disability categories in the Individuals with Disabilities Education Act. (I.D.E.A) “The I.D.E.A is laws formulated to make sure students are getting what they need to succeed in high school and potentially get the tools and skills to be successful

Read More
1765 Words | 8 Pages

Robert M. Hensel, a young man who was born with Spina Bifida once said, “There is no greater disability in society, than the inability to see a person as more.” This quote speaks great measures as it is the truth. Many persons of this society rarely look beyond a person’s disability; instead they tend to see the disability first, followed by placing barriers towards that person. As a society, we must begin to recognize that person for who they are instead and not what is on the outside. According to the 42 U.S. Code 12102 (1992), a disability is defined as, “a physical or mental impairment that substantially limits one or more major life activities of such individual; a record of such an impairment or; being regarded as having such an impairment.”

Read More
635 Words | 3 Pages

Society has a responsibility to provide treatment and education to the children themselves, so that they are able to grow and develop as optimally as possible. The treatment now is different from how it was in the past for these children. In the past, these children were considered mentally retarded, “…were often denied a public education and were likely to reside in a state-operated institutions” (Heward,126). These children also did not receive funding for health care. Today, the Individuals with Disabilities Education Act (IDEA) enables not just students with disabilities to have related services, but also provides parents counseling and training where they learn to understand the needs and information about their child and their development.

Read More
959 Words | 4 Pages

Inclusion is a philosophy that is heavily used in today’s society. It encourages individuals, schools, and regions to accept and give worth to everyone in spite of their differences. In line with this philosophy are the certainties that each individual has a place, diversity is appreciated, and that we can all learn from each other (Renzaglia, Karvonen, Drasgow, & Stoxen, 2003). With these beliefs in mind when working in the education system, the Universal Design for Learning framework (UDL) shows how all students can access and engage in learning, no matter how severe the disability. With UDL being a guided principle in special education, students with severe disabilities are able to access the general education curriculum, engage with regular education peers, and are regarded as respected individuals in the their schools and community.

Read More
1788 Words | 8 Pages

The consensus of classifying intellectual disability falls into one of three labels: Mild, Moderate and severe. Mild Intellectual disabilities are defined by Hyde, Carpenter and Doyle as having an Intelligent Quotation ranging from 55 to approximately 70 and are not identified until the student fails at school subjects. (Hyde, Carpenter & Dole, 2017, p.210) However, it is important that the label of mild intellectual disability does not mean that the person’s disability is not classed as a though the person can function as though they do not have a disability. A student with a mild intellectual disability will need assistance with day to day life and issues.

Read More
1496 Words | 6 Pages

There is no commonly accepted definition of intellectual disability and the systems or criterions used to classify intellectual disability continue to change through time. Some older definitions of intellectual disability were biological aspects. Later definitions stressed social aspects. However, recent definitions reflect all aspects of the condition such as the biological, social, intellectual aspects that are associated with intellectual disability. The conceptual nature of intellectual disability is illustrated by the evolving classificatory criterion of the American Association on Mental Retardation and the range of standard that researchers use.

Read More
1041 Words | 5 Pages

For example, in the United States of America (USA), students with disabilities represent approximately 11% of the overall higher education student population (Newman et al, 2009; Snyder & Dillow, 2011). In an attempt to address the lack of exact data on the number of adults with disabilities, the Organisation for Economic Co-operation and Development (OECD) conducted a study on the situation of

Read More
1597 Words | 7 Pages

There is an assumption that students with a disability cannot use forms of technology. With labels being given that these students “academic and social progress is unsatisfactory because of their disability” (Hasselbring &

Read More

More about Disability Labeling Thesis

Open Document